teaching learning in the disciplines summary
DESCRIPTION
Teaching Learning in the Disciplines SummaryTRANSCRIPT
Teaching and learning in the disciplines:
an HEA-funded project
Summary report
Dr Stephen Bulman, Project consultant HEA
October 2015
2
Contents
Section Page
Foreword 3
Introduction 3
Key Findings 4
1. What are the key challenges faced in HE teaching and learning
across the disciplines? 4
Students 4
Staff 4
Institutions 4
2. Looking to the future 5
Technology Enhanced Learning (TEL) 5
Employability skills 5
Internationalisation 5
3. Learned Society/Professional Body responses 5
4. Suggestions for the HEA 6
5. Resources employed by academics in their teaching 6
6. Gaps in resources (including events and other activities) that
the HEA and/or PSRBs/learned societies could address 6
Conclusions 7
Appendix A: Professional and subject bodies that participated
in the project 8
Appendix B: The questions used in focus groups 9
3
Foreword
We are delighted to share the findings from this research study. The
contribution of participating learned societies, professional bodies and their
members adds an important insight into the key teaching and learning issues
faced in higher education through a crucial disciplinary lens. Supporting high
quality innovative teaching and learning in the disciplines is a core objective of
the HEA’s mission and we are excited to be working closely with a whole range
of learned societies and professional bodies to respond to the issues identified.
Steve Denton, Director of Education and Professional Practice
Introduction
The Higher Education Academy (HEA) established the Teaching and Learning Issues in the
Disciplines project in spring 2015 in order to research the state of higher education (HE)
teaching and learning in a wide range of subject disciplines from the viewpoint of academic
teachers within those disciplines, and through the networks created by relevant learned
societies and professional bodies. The HEA wanted to identify key themes and issues arising
from higher education academics across the range of subject disciplines in order to best
understand the sector’s needs from a discipline perspective, and to determine how best to
work with professional and learned bodies to meet those needs.
Its objective was to further enhance sector knowledge and understanding of teaching and
learning from a discipline perspective, including identifying:
challenges faced by academics at a discipline level;
likely future developments in each discipline;
the role that professional or learned subject bodies, and the HEA, currently play in
meeting the needs of academics, and how those roles might be enhanced or
developed in future;
resources used in teaching in HE and any significant gaps in their coverage.
The HEA engaged with 23 learned societies and professional or subject bodies across the
sweep of higher education provision in the UK.1 Each body was asked to organise three
focus groups composed of their active HE teaching members, and each focus group was
asked the same set of questions.2 Each learned or professional body produced a report
analysing and responding to the focus groups’ discussions, and suggesting key areas of
activity that the body and/or the HEA could undertake in order to best meet the needs of
teaching academics within the relevant discipline.3
This summary report reflects the common findings from across this diverse sample of
individual societies and bodies, each of which faced a different blend of challenges and
1 For a list of bodies please see Appendix A. 2 For a list of questions please see Appendix B. 3 Full individual reports can be found on the websites of participating Professional, Statutory and Regulatory
Bodies (PSRBs) and learned societies.
4
opportunities. The views below do not of course necessarily represent the official position
of any of the professional and subject bodies, nor do they reflect the opinions expressed in
all of the focus groups.
In total 492 HE teaching staff from 23 learned societies and professional or subject bodies
took part in 72 focus groups during summer 2015, held in locations across the UK, with
staff ranging from lecturers to professors.4
Key Findings
1. What are the key challenges faced in HE teaching and learning across the
disciplines?
The academics who participated in the focus groups identified challenges in their teaching
that can be grouped under three broad themes:
Students
Students’ difficulties with self-directed, independent learning activity and other
learning skills associated with success in higher education, often linked in academics’
minds to inadequacies in the preparation for undergraduate programmes provided
by school- and college-level study;
Wide variation in student ability in classes, often linked to growth in international student numbers and/or widening participation, requiring staff to re-work or develop
new or more sophisticated teaching strategies;
Increased student expectations of their tutors and the perception by staff of an
increasingly instrumental approach to learning by students, often linked to the impact
of higher fees, marketization and the National Student Survey (NSS);
Heightened pressures on students deriving from fee-related debt and other
commitments such as work and children. Staff
Growth in class sizes/module groups associated with recent expansion in HE student
numbers and its consequent impact on the range of teaching strategies that can be
deployed and the quality of interactions between staff and students;
Increased pressure of work upon academics, linked to growth in student numbers
and expanding areas of activity, reducing time for development and innovation in
teaching and learning;
A tendency for research activity to overshadow teaching in academics’ roles, to the
detriment of high quality teaching and learning, and a paucity of incentives and
opportunities for academics to develop skills and abilities in teaching and learning.
Institutions
A perceived impact of marketization on university behaviour, caused by national
university league tables and the NSS, leading at times to more pressure on teaching
resources, narrower curricula or subject offer and less sharing of teaching resources and best practice;
4 The HEA chose partner PSRBs and learned societies to reflect the diverse fields of enquiry, study and
teaching across UK higher education.
5
An increased focus on student employability as a necessary outcome of university
courses resulting at times to a tension between academic and vocational dimensions
of university teaching;
While new technology offers opportunities for improved teaching and learning there were downsides that were not always recognised, in particular staff needs around
ongoing training and skill development;
A perceived growth in managerialism and centralised control by university managers
resulting in diminished local autonomy in respect of, for example, flexibility around
individual subject requirements and experimentation in learning and teaching.
2. Looking to the future In general, participants predicted a continuation of the trends identified above. Particular
emphasis was placed on the growth in importance of the following:
Technology Enhanced Learning (TEL)
TEL’s continued growth was anticipated given the ongoing pace of technological advance
coupled with the expectations of increasingly digitally-immersed students. Examples of likely
developments include: greater use of virtual learning environments (VLEs), lecture capture,
podcasts, simulations, social media, video clips, flipped classrooms, gamified learning, digital
resources, online learning, distance learning, blended models of learning, mobile learning,
on-demand learning and tracking of student progress using digital data and systems.
Concerns were expressed about a likely widening gap between their own digital
competences and those of their students.
Employability skills
Ensuring good employment outcomes was recognised to be an increasingly fundamental
requirement in higher education impacting on the design of courses and student
assessments, the balance between academic and vocational content and approach, the
frequency of work experience and work placement elements within courses, and the skills
and experiences required of academic staff. Staff teaching in non-vocational subjects were
most concerned about the impact of employability and how they could respond to the
challenge of embedding employability in their teaching.
Internationalisation
International student numbers were predicted to grow in the future leading to the need for
course curricula and learning, teaching and assessment strategies to evolve and adapt to
student cohorts’ different and changing needs and expectations.
3. Learned Society/Professional Body responses
The responses of learned societies and professional bodies varied with their specific mission,
context, and the particular requests made in the focus groups they held, but some common themes emerged. A number of bodies indicated that they would undertake some of the
following:
start or enhance a teaching and learning working group, network, conference, set of
events and/or resource hub;
develop subject-specific continuing professional development (CPD) or training for
HE teaching;
6
seek HEA accreditation for teacher-related CPD or map professional qualifications
to the UKPSF5;
lobby to raise the status of HE teaching in their subject/profession;
work to create a stronger career path for HE teachers in their subject/profession;
develop resources and/or support for staff dealing with generic issues such as: o teaching large classes;
o encouraging student engagement;
o aiding student transitions from school;
o best use of technology in teaching and learning;
o incorporation of employability skills into teaching and learning;
support and encourage pedagogical research among their membership;
shift from research as the primary focus of their activity to embrace teaching in HE as a larger part of their agenda.
4. Suggestions for the HEA
As part of their reports, learned societies/professional bodies were invited to suggest
actions for the HEA in response to the needs identified by their members. Common
suggestions included:
continue to champion HE teaching and teachers;
continue and further develop subject-specific resources, events and CPD;
consider developing subject specific teacher education;
improve the accessibility of existing pedagogy publications (including those from the old subject centres) on its website.
5. Resources employed by academics in their teaching
The types of resources used in teaching most commonly referred to were:
websites and other digital resources, software programmes, e-books and social
media;
textbooks and books;
journal articles;
conference outcomes and papers;
newspapers and magazines;
publications and resources from learned and professional bodies and the HEA;
government and industry reports;
guest lecturers;
fieldwork;
specialist equipment.
6. Gaps in resources (including events and other activities) that the HEA and/or
PSRBs/learned societies could address
Areas for improvement included:
more or better resources, events, networks and training to support the
development of pedagogy for new and existing staff, ideally discipline-specific;
resources and training to address the following generic issues: o teaching large classes;
5 The United Kingdom Professional Standards Framework for Teaching and Supporting Learning (HEA, 2011).
See: https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf
7
o teaching international students;
o using technology effectively;
o incorporating employability into teaching and learning;
o optimising student transitions from school/college;
easier access to older HEA publications and resources;
better evaluation and access to existing resources to support HE teaching;
continued and enhanced HEA and professional/learned body activity to raise the
profile and status of teaching in HE and to invest (or lobby for investment) in
pedagogical research.
Conclusions
The HEA will use the findings of this project to continue to develop its activities with
relevant professional, learned and subject bodies as part of its mission to improve learning
outcomes by raising the status and quality of teaching in higher education. Work is already
underway to strengthen and widen our disciplinary and subject-relevant CPD opportunities
and resources and these insights will help us develop this work further.
The HEA acknowledges, and is grateful for, the support and hard work of the officers, staff
and members of those professional and learned bodies who took part in the Teaching and
Learning Issues in the Disciplines project.
8
Appendix A: Professional and subject bodies that participated
in the project
Association for Tourism in Higher Education
Academy of Marketing
Academy of Medical Educators
Association of Law Teachers
Association of University Language Centres (who also invited members of the University
Council for Modern Languages to participate)
British Academy of Management
British Accounting and Finance Association (Committee of Departments of Accounting &
Finance)
British Association of Sport and Exercise Sciences
British Psychological Society (Division of Academics, Researchers & Teachers in Psychology)
British Sociological Association Conference of Heads of University Departments of Economics and the Economics Network
Council for Higher Education in Art and Design
Council for Hospitality Management Education
Council of Professors and Heads of Computing
Historical Association
Institute of Mathematics and its Applications
Leisure Studies Association
Media, Communication and Cultural Studies Association
Political Studies Association
Royal Academy of Engineering
Royal Geographical Society
Royal Society of Biology
Royal Society of Chemistry
9
Appendix B: The questions used in focus groups
1 What are the key resources you use in your own teaching?
a. For subject knowledge/skills/pedagogy?
b. Include books, text books, journals, websites, databases, other?
c. Your institution’s own material?
d. Information from sector-owned or based organisations such as learned
society/PSRB/subject association, Higher Education Academy, or other
organisations?
e. Events and services (conferences, seminars, webinars) online courses, databases,
networks?
2 What are the learning and teaching challenges you face in your subject area/discipline?
a. Highlighting in particular those challenges that are particularly relevant to this
discipline context.
3 How do you think the teaching in your subject area is likely to evolve over the next few
years?
a. As above, highlighting the particular challenges expected in the discipline, or
exploring how more generic challenges may differentially impact within the
discipline.
4 What gaps can you identify in the current coverage of teaching and learning resources
for your subject discipline and how might your PSRB/learned society or the HEA best
address the identified gaps?
5 Thinking back to question 2, what gaps might emerge in the near future, given the
projected evolution of teaching and learning in your subject?
6 Can you think of any other ways in which your PSRB, learned society or the HEA could
support and advance learning and teaching in your subject-based practice?
10
Contact us
The Higher Education Academy
Innovation Way
York Science Park
Heslington
York
YO10 5BR
+44 (0)1904 717500
© The Higher Education Academy, 2015
The Higher Education Academy (HEA) is the
national body for learning and teaching in higher
education. We work with universities and other
higher education providers to bring about change in learning and teaching. We do this to improve the
experience that students have while they are
studying, and to support and develop those who
teach them. Our activities focus on rewarding and
recognising excellence in teaching, bringing
together people and resources to research and
share best practice, and by helping to influence,
shape and implement policy - locally, nationally, and
internationally.
The HEA has knowledge, experience and expertise
in higher education. Our service and product range
is broader than any other competitor.
www.heacademy.ac.uk|www.twitter.com/heacademy
The views expressed in this publication are those
of the author and not necessarily those of the
Higher Education Academy. No part of this publication may be reproduced or transmitted in
any form or by any means, electronic or
mechanical, including photocopying, recording, or
any storage and retrieval system without the
written permission of the Editor. Such permission
will normally be granted for educational purposes
provided that due acknowledgement is given.
To request copies of this report in large print or in
a different format, please contact the
communications office at the Higher Education
Academy: 01904 717500 or
The Higher Education Academy is a company
limited by guarantee registered in England and
Wales no. 04931031. Registered as a charity in
England and Wales no. 1101607. Registered as a
charity in Scotland no. SC043946.
The Higher Education Academy and its logo are
registered trademarks and should not be used
without our permission